Supporting Faculty Development in an Era of Change

Fulton, Carol; Licklider, Barbara L.

doi:10.1002/j.2334-4822.1998.tb00342.x

Cited by 9 publications

(8 citation statements)

References 7 publications

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“…Faculty are students when they are members of a faculty learning community-an active, collaborative, year-long learning environment. Fulton and Licklider (1998) claim that "New visions of professional development suggest that the practices needed to support faculty learning are analogous to those needed to support student learning" (p. 55). It is no surprise, then, that learning and development outcomes for faculty in learning communities are similar to those for students who are members of student learning communities.…”

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confidence: 99%

5: Faculty Learning Communities: Change Agents for Transforming Institutions into Learning Organizations

Cox

2001

To Improve the Academy

101

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In my 20yearsiffaculty development, I havefoundfaculty learning communities to be the mosteffective programsfor achievingfaculty learning and development. In addition, these communities buildcommunication across disciplines, increase faculty interest in teaching and learning, initiate excursions into the scholarship ofteaching, andfoster civic responsibility. They provide a multifaceted.flexible, and holistic approach tofaculty development. They change individuals, and, over time, they change institutional culture. Faculty learning communities and their "graduates" are change agents who can enable an institution to become a learning organization. In this article I introducefaculty learning communities and discuss wt1.ys thatthey can transform ourcolleges and universities.

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confidence: 99%

5: Faculty Learning Communities: Change Agents for Transforming Institutions into Learning Organizations

Cox

2001

To Improve the Academy

101

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“…Because teaching practices and faculty roles are embedded in the university's culture, educators are redefining themselves as they try to fulfill their own professional mission and that of the organization. Rather than merely transmitting information to students, educators now have a broader sense of accountability for student learning outcomes (Fulton and Licklider, 1998). Linking faculty responsibilities more closely to the organization's aims means that faculty have become invested in meeting the organization's challenges.…”

Section: Organizational Trends and Demandsmentioning

confidence: 99%

“…Furthermore, while learning more about their own teaching, faculty gain insight into their students' learning needs (Fulton and Licklider, 1998). In other words, faculty development should treat faculty as adult learners and employ adult learning strategies to foster their development (Lawler and King, 2000).…”

Section: Importance Of Faculty Development Initiativesmentioning

confidence: 99%

Professional Development in Higher Education

Brancato

2003

New Dir Adult Contin Educ

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This chapter looks at the challenges that higher education faculty are facing and explains how development activities that recognize faculty as adult learners in a learning organization can provide a more successful educational experience for both them and their students.Higher education has been facing numerous challenges, and as a result there is a sense of unpredictability and uncertainty among educators. Societal demands, organizational demands, and student demands pressure institutions to find ways to improve the quality and effectiveness of their instruction. External demands on institutions and faculty members, coupled with internal pressures from students and the organization itself, greatly affect educators' satisfaction, vitality, and quality of life (Atkins, Brinko, Butts, Claxton, and Hubbard, 2001). Patrick and Fletcher (1998) note that faculty developers are ideally suited to assist faculty in transforming their previous notions about teaching and in confronting these challenges. Confronting these challenges requires that faculty reflect on their current practice and improve their knowledge and skills so that student learning will be enhanced (Smith, 1998). This chapter will discuss these demands and then look at the role of faculty development in the context of a learning organization. Societal Trends and DemandsHigher education is transforming itself in an effort to meet the multiple demands that society has imposed on it. Educators, therefore, are being urged to help invent the future rather than merely transmit knowledge that will only replicate the past (Smith, 1998). This has spawned shifts in focus from teaching to learning and from operating in one specific learning environment to operating in a more global environment (Patrick and Fletcher, 1998). The explosion in information technology has created and continues to create an abundance of resources and techniques that, if properly

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“…Fifth, the move from implementation of learning-centered educational experiences in individual classrooms to coordinated implementation in a curriculum is aided by faculty learning about learning as a group, and working together to improve practice (Johnson et al, 1991b;Fulton et al, 1997). Ongoing support for a core group of faculty engaged in faculty development activity has been an essential ingredient in the transformation from a teaching-centered to a learning-centered approach in our curriculum (Fulton and Licklider, 1998). Sixth, student buy-in to a learning environment that focuses on them as learners is critical to the success of this approach (Bransford et al, 2000).…”

Section: Elements That Are Necessary For Development Of Learning-centmentioning

confidence: 99%

“…Recent research examining teaching and learning indicates that learning-centered, active, and interactive approaches are effective in engaging students in classroom work with their peers, and enhancing student comprehension and retention of course content (Johnson and Johnson, 1989;Svinicki, 1992;Leinhardt, 1992;Gar-diner, 1994;O'Banion, 1998;Sanders, 1998;Spence, 2001). However, successfully shifting the focus of a curriculum to incorporate these approaches requires structure and support for both faculty and students, and careful attention to the responses of students Fulton and Licklider, 1998). Since 1996, several members of the Iowa State University Department of Natural Resource Ecology and Management (NREM) faculty have been making such a shift in their approach to classroom instruction in a Forestry curriculum.…”

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confidence: 99%

Experiences in Developing a Learning-Centered Natural Resources Curriculum

Thompson

Jungst

Colletti

et al. 2003

Journal of Natural Resources and Life Sciences Education

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Graduates of natural resource programs are entering a profession with increasing demands for strong interactive and collaborative skills. Active participation in guided collaborative experiences during their college careers can enhance students' abilities to perform effectively after graduation. In addition, much cognitive research indicates that learning can be enhanced through social interaction, an element that is sometimes missing in the college classroom. The objective of this article is to describe how faculty members in the Department of Natural Resource Ecology and Management at Iowa State University have begun making the transition from teaching-centered to learning-centered classrooms. Specifically, this article outlines the coordinated approach that has been taken to incorporating active and collaborative learning strategies in a group of six integrated courses in the forestry curriculum. We discuss the curriculum, the integration of learning-centered pedagogy into the curriculum, the cooperative skills and interactive strategies that we emphasized, and student responses to this pedagogical shift. Survey data collected from students during fall semesters 1998-2001 indicated greater student awareness of how their own learning occurred, the importance of interaction with both peers and faculty for their learning, and an increased level of interaction with college faculty than students had previously experienced. Student ratings of this set of courses also indicated that the learning-centered curriculum was effective in engaging them as learners, improving their communication skills, prompting their curiosity to know more, helping them apply fundamental principles to new problems, and developing the ability to think critically.

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Supporting Faculty Development in an Era of Change

Cited by 9 publications

References 7 publications

5: Faculty Learning Communities: Change Agents for Transforming Institutions into Learning Organizations

5: Faculty Learning Communities: Change Agents for Transforming Institutions into Learning Organizations

Professional Development in Higher Education

Experiences in Developing a Learning-Centered Natural Resources Curriculum

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